Research Of Influence On Perceived Academic Self-efficacy To The Academic Achievement For High Grade One Students

High school section is a critical period for students, the academic achievement of senior middle school students not only directly related to their learning problems and even affect its future development, so how to improve the academic achievement of senior middle school students as . students, teachers, parents are generally concerned one. The traditional view is that, to improve student achievement is the basic method:Students listen carefully in class, carefully review after lesson,the more time expense in learning, students can get good results. Can be seen in the traditional view, the way people think about improving student's achievement, more attention about is the student's learning behavior, but neglected to consider non-intellectual factors. In recent years, with the potential development of non-intellectual factors and increasing people's attention, academic self-efficacy of educational psychology has become an important field of research.Perceived academic self-efficacy is the self-efficacy of'learning in the field of performance; perceived academic self-efficacy refers to the individual's academic ability belief, that is learners can use their ability to have complete learning tasks or skills to the evaluation of the degree of confidence, which is the individual's control of their own learning behaviors and academic ability of a subjective judgments; Perceived academic self-efficacy including learning ability of self-efficacy and learning behaviors of two separate dimensions. perceived academic self-efficacy is the individual's own ability to complete their studies, and achieved good results and avoid the assessment of school failure; learning behavior self-efficacy refers to the behavior of students can achieve their learning objectives of the assessment of learning is to estimate the results of their action. Research has shown that: perceived academic self-efficacy is one of the core variables of academic achievement, regardless of ability to learn or learning behavior self-efficacy self-efficacy has a direct impact on academic achievement, improve self-efficacy to improve student achievement One of the main.This study selected a high school in ShanXi Province FuGu Middle School Senior one (1) class and Senior one (2) class of students as the research objects, in which Senior one (1) class as the control class and Senior one (2) classe as the experimental class, using self perceived academic Self-efficacy intervention program for students in the experimental class counseling intervention to improve the experimental class students self-efficacy and thus improve their academic achievement. Through research, study and psychological counseling for high school students to provide reference and basis. Integrated this study, the main draw the following conclusions:1. Perceived academic self-efficacy after intervention training, the learning ability of students in the experimental class self-efficacy, learning behavior self-efficacy, perceived academic self-efficacy were significantly higher than the control class.2. Perceived academic self-efficacy after the intervention training, the experimental class student achievement was significantly higher than the control class.3. Different score levels of students perceived academic self-efficacy were significantly different, high school students, perceived academic self-efficacy was significantly higher than both group and low group students self-efficacy, both groups of students perceived academic self-efficacy was significantly higher than group perceived academic self-efficacy.